Paper Number
ICIS2025-1975
Paper Type
Complete
Abstract
Data literacy is essential in a digital society. While hackathons have been recognized as promising environments for engaging with data, little is known about how they support the development of data literacy. Using Activity Theory, this study conceptualizes hackathons as socio-technical activity systems and examines how the connections between participants, community, data, and tools influence the development of data literacy. We conducted a phenomenological study with data from 26 interviews with hackathon participants and organizers. Three important findings emerged from this study. First, data provenance and quality shape engagement: participant-collected or device-generated data increase engagement, whereas organizer-provided data limit it. Second, restricted access to real data leads to simulated data use, which can hinder advanced analytical skill development. Third, mentoring needs vary by participants’ hackathon experience levels. This article offers a theoretical contribution by explaining the mechanisms by which socio-technical interactions in hackathons promote the development of data literacy skills.
Recommended Citation
Aniceto, Janaina and Corbett, Jacqueline, "Data Literacy Development in Hackathons: An Activity Theory Perspective" (2025). ICIS 2025 Proceedings. 12.
https://aisel.aisnet.org/icis2025/learn_curricula/learn_curricula/12
Data Literacy Development in Hackathons: An Activity Theory Perspective
Data literacy is essential in a digital society. While hackathons have been recognized as promising environments for engaging with data, little is known about how they support the development of data literacy. Using Activity Theory, this study conceptualizes hackathons as socio-technical activity systems and examines how the connections between participants, community, data, and tools influence the development of data literacy. We conducted a phenomenological study with data from 26 interviews with hackathon participants and organizers. Three important findings emerged from this study. First, data provenance and quality shape engagement: participant-collected or device-generated data increase engagement, whereas organizer-provided data limit it. Second, restricted access to real data leads to simulated data use, which can hinder advanced analytical skill development. Third, mentoring needs vary by participants’ hackathon experience levels. This article offers a theoretical contribution by explaining the mechanisms by which socio-technical interactions in hackathons promote the development of data literacy skills.
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